This document is currently under revision. If you have ANY
questions regarding new content, please contact the C&I Office
Associate
Kristin Lanouette
766-6371
kherman@uwyo.edu
2
Master of Arts Degree in Education
with a concentration in
Curriculum and Instruction
Degree Program Overview
and Application Instructions
Revised October 2014
3
INTRODUCTION
Educators wishing to broaden their theoretical understanding of curriculum and instruction, to
increase their knowledge and skills in their content specializations, to pursue additional
endorsements, and to develop new strategies and materials for their classrooms should consider the
Master of Arts in Education, with a concentration in Curriculum and Instruction. Successful
completion of this program contributes to the professional development of educators, prepares
them for roles of leadership within their subject areas and schools, and leads to advanced graduate
study.
The Master’s Program in Education with a concentration in Curriculum and Instruction is a
collaborative graduate program delivered by the Departments of Early Childhood and Elementary
Education, Educational Studies, and Secondary Education.
COURSE DELIVERY
All courses for the program are offered through the Outreach School, either by Video conference,
Audio conference, intensive weekends, Web-based instruction, or a combination of these formats.
The format and sites for delivery of courses will be described at the Outreach web site:
http://outreach.uwyo.edu prior to the semester during which the courses are offered. All work on a
master’s degree must be completed within six (6) calendar years from the date of admission.
Students who do not take courses for two consecutive semesters must reapply for admission to the
program.
APPLICATION PROCESS
Applications for the Master of Arts degree in Education are reviewed for admission two times each
year. To be considered for admission, applications must be completed and submitted by September
1st for spring semester admission, and February 1st for summer/fall admission. Educators wishing
to apply for admission to the Master of Arts in Education degree program must complete the
Graduate Admissions application and pay the required fee. This application is available only in
online format through the admissions website: http://www.uwyo.edu/admissions/graduate/. In
addition, applicants must submit a letter of intent, an academic resume, three letters of
recommendation, and college transcripts, as described in the section below, “Minimal Admissions
Criteria.” International students must also submit passing scores on the Test of English as a Foreign
Language (TOEFL). One year of P-12 teaching experience or its equivalent is required. In
exceptional cases, an approved teaching internship during the first semester of enrollment may be
substituted for prior teaching.
All application materials can be uploaded to the online application or mailed to the following
address:
Curriculum and Instruction Graduate Programs
College of Education
Dept. 3374
1000 E. University Avenue
University of Wyoming
Laramie, WY 82071-3374
Application files will not be reviewed until they are complete. Meeting minimal admissions criteria
does NOT automatically ensure admission to the program.
Revised October 2014
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MINIMAL ADMISSIONS CRITERIA
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Score of “Proficient” or higher on a letter of intent describing academic goals, teaching
experiences, and reasons for pursuing a master’s degree at the University of Wyoming. This
letter serves as a writing sample, and takes the place of GRE scores in the admission process.
For a full description of the letter of intent and scoring categories, see page 3.
One year of P-12 teaching experience or its equivalent. This requirement may be waived for
applicants from the Post Baccalaureate Teacher Certification Program.
Qualified Post Baccalaureate Teacher Certification Program applicants are admitted on a
conditional basis, pending successful completion of the Post Baccalaureate program, including
methods and residency.
Three letters of recommendation, completed by an individual familiar with the applicant’s
academic performance, a current or recent supervisor, and/or a selected colleague. Letter of
Recommendation forms are available online through the Curriculum & Instruction’s websiterefer to Quick Links: http://www.uwyo.edu/ci/
Transcript evaluation for undergraduate degree completion, reflecting a minimum 3.0 GPA on a
4.0 scale on the applicant’s most recent degree from an accredited institution, plus transcripts
from all other schools attended.
A TOEFL score of 525 (paper-based), 197 (computer exam) or above is required for
international students.
Academic Resume- see page 4 for details.
GUIDELINES FOR LETTER OF INTENT
A letter of intent must be submitted with other required admissions materials. The letter of intent
serves as a writing sample, an indicator of the applicant’s proficiency in writing. The letter of intent
also serves as a substitute for scores on the Graduate Record Examination (GRE). The admissions
committee will be examining both the quality of the written sample and the depth of its content.
Following are guidelines for writing the letter and a rubric the admissions committee members will
use to assess these letters.
In the letter of intent please address the following questions:
 A detailed description of teaching experience describing how many years in teaching, what
grades and/or subjects taught. Describe crucial aspects of the teaching experience, and how
did he/she develop as a teacher as a result of these experiences and how will their
background influence graduate studies.
 Describe strengths: What will the student bring to our program and his/her classes that may
demonstrate ability to be a successful graduate student and ability to contribute to the
learning environment.
 Academic goals: describe in detail why students wish to pursue a Masters of Arts in C&I,
including why they want to do so at this time and how they are planning to use the degree in
the future. What areas of study are they interested in and include goals for a graduate study
and why these goals are important?
The letter should be typed (double-spaced) on 8.5 by 11 inch paper. Letters of intent will be scored
by a rubric that evaluates two areas: Ideas/Content Development; and
Organization/Structure/Mechanics/Format. Each category is ranked as Outstanding, Proficient,
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Marginal, or Deficient. An overall score of Proficient is required for acceptance to the Master of
Arts in Education program.
Rubric for Assessing Letters of Intent
The categories and scoring for the letter are as follows:
Ideas and Content Development
1 = Deficient - Ideas and content are poorly developed and not clearly expressed
2 = Marginal - Ideas and content are evident but are not thoroughly developed or are difficult to
follow - Enrichment needed to write successfully at graduate level
3 = Proficient – Ideas and content are developed and expressed at a level appropriate for
success in the applicant’s graduate program
4 = Outstanding – Ideas and content are clearly expressed and well developed – writing exceeds
required level of proficiency
Organization/Structure/Mechanics/Format
1 = Deficient - Multiple errors and/or poor organization prevent thoughts from being clearly
communicated
2 = Marginal – Errors cause interruptions for the reader - Organization is difficult to follow Enrichment needed to write successfully at graduate level
3 = Proficient – Occasional errors or misuse. Errors do not cause major misunderstanding of
the thoughts expressed – Organization and mechanics are at an adequate level for success in
the applicant’s graduate program
4 = Outstanding – Very few errors - Organization follows a logical pattern. Exceeds required
(proficient) level of proficiency
GUIDELINES FOR ACADEMIC RESUME
Include the following in your resume:
 Personal Information: Name and Contact Information (Address, Phone numbers, email)
 Education: Institution, City, State, Dates Attended, Major, and Degree
 Work Experience: Dates, Job Title, Employer, City, State
 Professional experiences such as: Publications, Presentations and Grants; Continuing
Education Activities, Awards/Honors Received; Community and Volunteer Activities;
Professional Memberships; other
Revised October 2014
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Master of Arts in Education
with a concentration in Curriculum and Instruction
Program Requirements
The Master of Arts degree in Education is offered in two options: Plan A, which requires writing a
thesis; and Plan B, which requires a written paper based on a scholarly project. A minimum of 32
semester hours beyond the Bachelor’s degree is required. All course work and degree requirements
must be approved by the student’s graduate committee.
The Master of Arts degree in Education consists of a set of core courses and one of three emphases:
Certificates/Endorsements, Content Studies, or Curriculum Studies. All students are required to
complete the core courses and one of the three emphases. Specific courses are outlined below.
The Certificates/Endorsements emphasis allows practicing teachers to take coursework toward eligibility
for certificates/endorsement in Literacy, Early Childhood Education, English as a Second Language,
or Teachers of American Indian Children through the state of Wyoming’s Professional Teaching
Standards Board. These endorsements are only available to teachers who hold valid teaching
certification in the state of Wyoming. For more information on certificates/endorsements, use
contact information provided below.
Early Childhood Education/Early Childhood Special Education:
http://www.uwyo.edu/elemed/ec/
English as a Second Language: http://www.uwyo.edu/esl/
Literacy: http://www.uwyo.edu/elemed/endorsements/certificate-of-literacy.html
Teachers of American Indian Children: http://www.uwyo.edu/tac/
The Content Studies emphasis is designed to allow practicing teachers to pursue further education in a
particular content area – such as history, English, math, etc. -- through 4000 and 5000-level courses
in those content areas. This coursework may be helpful particularly in the case of practicing teachers
who are pursuing “highly qualified” status in a content area.
The Curriculum Studies emphasis is designed for practicing educators who are interested in gaining
knowledge and expertise related to curriculum and instruction.
Revised October 2014
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COURSE OVERVIEW
I. Core Courses (17-20 credit hours)
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Assessment (3 credit hours): EDCI 5500 – Classroom Assessment
Curriculum (3): EDCI 5000 – Principles of Curriculum
Diversity (3): EDCI 5450 – Issues in Multicultural Education
Instruction (3): EDCI 5790 – Advanced Instructional Strategies
Research (3): EDRE 5530 – Intro to Research or EDRE 5550 – Action Research
Midpoint Review (1): EDCI 5400 – Portfolio Reflection (1) (EDCI 5400 represents a
midpoint evaluation and must be taken no later than 2 semesters [may include a summer
semester] before graduation).
Capstone Experience (1-4): Plan A thesis (4) OR Plan B project (2) OR National Board
Certification (1-3). Students, as guided by an academic advisor, may pursue a Plan A thesis or
a Plan B non-thesis. Generally, one can think of the Plan A thesis as a research project that
emerges when a student finds that a problem of interest has not been addressed in the
research literature. A Plan B non-thesis is a research project that emerges from practice,
typically involving a problem of interest within a student’s school, classroom, or work site.
II. Emphases (15-18 credit hours with approval from Committee)
A. Certificates/Endorsements
 Literacy (18 credit hours)
 Early Childhood/ECSE (25-26 hours required-18 may be applied to elective credit)
 English as a Second Language (15 credit hours)
 Teachers of American Indian Children (12 credit hours)
B. Content Studies (15 to 18 hours)
This specialization is intended for those practicing teachers who are pursuing the “highly
qualified” status. Coursework will primarily be taken in students’ content areas (e.g., History,
English, etc. 4000 and 5000 level courses).
C. Curriculum Studies (15 to 18 hours)
This specialization is intended for those who are interested in focusing on issues of
curriculum and instruction.
 Potential coursework:
EDCI 5800 – Curriculum Development
Research Methods
Educational Leadership
Counseling
Instructional Technology
Special Education
Literacy
English as a Second Language (ESL)
Diversity
Teachers of American Indian Children
TOTAL: 32 minimum semester hours
Revised October 2014
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ADDITIONAL INFORMATION
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A minimum of 32 semester hours are required for completion of the degree.
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Per UW Graduate Program Regulations, a student may submit up to a total of 12 preadmission hours that may be a culmination of non-degree, reserved, and/or transfer
hours. The total number of hours allowed from each category is as follows: 12 nondegree graduate hours; 9 transfer; and 6 undergraduate. A student may elect to utilize a
combination of the three different areas to total the 12 maximum allowed (i.e. 6 nondegree hours, 3 transfer hours, and 3 reserved hours). However, taking courses for graduate
credit prior to applying for the master’s program does not guarantee acceptance to the program.
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A maximum of 12 semester hours can be taken at the 4000 level in fulfillment of the Master of
Arts degree program coursework.
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National Board Certification candidates may count up to 9 credit units as elective hours.
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At least half of the semester hours required for the master’s degree shall be in courses restricted
to graduate students (5000 level).
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No more than one third of the program hours may be taken for S/U grades, and those S/U
grades will only count in courses offered for S/U only.
ACCESSING COURSE INFORMATION AND REGISTERING FOR COURSES
Information about all courses can be found on Wyoweb, the University of Wyoming’s online portal:
https://wyoweb.uwyo.edu/cp/home/displaylogin
Registration for courses is also carried out on Wyoweb. Once admitted to the University of
Wyoming, students can access this page and obtain a user ID and password. Outreach students do
not need a PERC number unless taking an on campus class then a PERC number can be obtained
from their advisor or through the Curriculum and Instruction office in order to register for courses
each semester.
GRADUATE COMMITTEE
Upon being successfully admitted to the program, each student will be assigned an advisor, who may
also serve as the student’s committee chair. Each student’s program will be approved and supervised
by a master’s committee consisting of two members within Curriculum and Instruction (from the
Departments of Early Childhood and Elementary Education, Educational Studies, and/or
Secondary Education) and one member from outside Curriculum and Instruction. The committee,
in collaboration with the student, will ensure satisfactory completion of the program.
APPENDICES
Appendix A: Curriculum and Instruction Course Worksheet
Appendix B: Procedures for Master’s Degree Students
Appendix C: Thesis and Non-Thesis Options
Appendix D: National Board Certification: Frequently Asked Questions and Rubric for Assessment
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Appendix A
MA in Education with Concentration in Curriculum and Instruction
Course Worksheet
Approved, Fall 2007
Name: ___________________________
W#: ____________________________
Advisor:_______________________
Date:_________________________
I. Core/Required Courses (16 credit hours)
_____EDCI 5500 – Classroom Assessment (3)
_____ ___________________________________
_____EDCI 5000 – Principles of Curriculum (3)
_____ ___________________________________
_____EDCI 5450 – Issues in Multicultural
Education (3)
III. Capstone Experience (1-4 credits)
_____EDCI 5790 – Advanced Instructional
Strategies (3)
_____EDCI 5960 Thesis/Plan A (4),
OR
_____EDCI 5890 Directed Professional
Study (2)/Plan B project,
OR
_____ EDCI 5890 Directed Professional
Study (1)/National Board Certification
_____ EDRE 5550 – Action Research (3)
OR
_____ EDRE 5530 - Intro to Research (3)
_____EDCI 5400–Midpoint Portfolio
Reflection (1)
II. Emphasis Options (12-18 credit hours)
A. Certificates/Endorsements
 Literacy (18 credit hours)
 Early Childhood/ECSE (18 credit hours)
 ESL (15 credit hours)
 Teachers of Amer. Indian Children (12 credit
hours)
B. Content Studies (15 to 18 hours)
C. Curriculum Studies (15 to 18 hours - EDCI 5650
Early Childhood, Elementary, Middle, &
Secondary School Curriculum Required for
Curriculum Studies Emphasis)
(Course Prefix & Title)
_____ ___________________________________
TOTAL: 32 minimum semester hours
Additional Information
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_____ ___________________________________
_____ ___________________________________
_____ ___________________________________
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Students may count up to 12 units of graduate
credit taken prior to admission to the master’s
program. However, taking courses for graduate
credit prior to applying for the master’s program
does not guarantee acceptance to the program.
A maximum of 12 semester hours can be taken at
the 4000 level in fulfillment of the Master of Arts
degree program coursework.
Students may count up to 9 transfer credit units to
the Master of Arts degree in Education.
National Board Certification candidates may count
up to 9 seminar credits as elective hours.
At least half of the semester hours required for the
master’s degree shall be in courses restricted to
graduate students (5000 level).
No more than one third of the program hours may
be taken for S/U grades, and those S/U grades
will only count in courses offered for S/U only.
Revised October 2014
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Appendix B
Procedures for Master’s Degree Students
Curriculum and Instruction
Revised, 11/2014
1. The student will apply to the C&I program. When the admissions committee has agreed to admit
the student to the program, the student's file is given to the assigned faculty advisor. A letter is sent
to the student from Graduate Admissions indicating that the student has been admitted to the
program and giving the name of the advisor. The student will need to contact the advisor with in
one week of receiving notice.
2. After initial contact the student will initiate a meeting with the advisor within one month of
receiving a letter of admission. During this meeting the student and advisor will discuss the
student's program goals, possible coursework, and identify faculty who might serve as both
committee members and as the committee chair. If the advisor and the student agree, the advisor
can serve as the committee chair.
3. After this initial appointment, the student begins coursework. The student may transfer in twelve
hours of graduate coursework taken at the University of Wyoming but no more than nine of these
hours can be from another graduate institution. The advisor should decide whether these are likely
to be viable courses for the graduate program. As the student takes classes, he/she should be
considering faculty who might serve on the graduate committee.
Timeline Note: The first or oldest course to be counted as part of the program will dictate the
graduation timeline. The student has six years to complete the degree, beginning with the
semester of the oldest course.
4. The student will, with consultation of the advisor, begin assembling committee members. The
University Graduate Student Handbook strongly recommends that this be done in the first or second
semester of the program.
The committee must consist of three members: the chair of the committee from the appropriate
department or division, a faculty member of a department or division other than the one awarding
the degree (the outside member), and a third committee member who is usually from the student’s
home department, program, or division. An individual with an off-campus affiliation, (external
committee member) may serve as an optional, fourth voting participant in a Master’s committee
with the approval of the major professor and the department head or departmental designee. The
external member of the committee is a faculty member at a peer institution or an individual holding
profession expertise that will contribute to the committee. Such an appointment pertains exclusively
to work on the Master’s committee and assumes that the external member would be able to
participate fully in the essential components of the degree-granting process. The external member
cannot replace the outside member.
A Committee Form or Program of Study is required to identify the committee composition. The
forms are available on-line from the Graduate Student Resources Site:
http://uwadmnweb.uwyo.edu/uwgrad/info.asp?p=2231
Revised October 2014
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The Committee Assignment form is approved by the advisor, and sent to the department head, who
sends it on to the Registrar. The student and the advisor are notified by email when the committee
has been approved. If the advisor is to serve as the committee chair, these duties begin at this point.
If another person takes over as chair, the advisor will pass all student materials on to the chair. A
committee can also be established and documented on the Program of Study.
5. The student drafts a program of study with the help of the committee chair. The Program of
Study form is available on-line from the Graduate Student Resources site:
http://uwadmnweb.uwyo.edu/UWGrad/, (under Developing a Program of Study). The student
then meets with the graduate committee about the Program of Study.
Once the Program of Study is approved by the committee and signed by the chair, the student
forwards the paperwork to the department head for approval. The department then sends it to the
Registrar for final approval and filing. Again, the student has six years to complete the program
beginning with the oldest course listed on the Program of Study. If there are any needed changes to
the filed program of study the committee member will need to email (and cc the C&I coordinator)
the degree analyst in the Registrar’s Office.
6. Begin the Plan A Thesis or Plan B paper. After the student has completed coursework, he/she is
ready to begin the process of formally developing a Plan A thesis or Plan B paper.
See details of Plan B project requirements on page 12 (Appendix C).
Generally, the Plan A thesis incorporates quantitative or qualitative research that results in new
information about a subject of interest to the student. Those students who plan to go on to
complete the Ph.D. should choose the thesis option. The Plan B paper focuses on creating a
product, project, a theoretical bibliography linked to implications for practice or program that grows
out of the coursework and interests of the student. While the product is research-based and
supported and is evaluated in some way, the focus is on the product itself rather than the research
needed to create it. Students should carefully consider potential thesis or Plan B ideas from the onset
of the program of study. Coursework should inform and refine project and research topics.
7. The student should discuss ideas for the Plan A thesis or Plan B paper with the advisor. Once an
idea has initial approval, the student should contact committee members with a brief one or two
page summary of the problem to be studied and get their verbal or email approval to continue.
8. The student will write a prospectus that may include some of the following. The scope of the
prospectus will be determined by the student in consultation with the chair and members of the
committee:
An Introduction
-Statement of problem or hypothesis
-Importance of the study
-What will be investigated and what is beyond the scope of the study
-Definitions of significant terms to be used in the study
A Review of the Existing Literature about this subject
-Scope of the review
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-Conclusions that tie the literature review to the problem
The Methods and/or Procedures to be Followed to Implement the Study
-Description of pilot if done
-Participants, population, sample size
-Research design for Plan A/ Method for evaluation for Plan B
-Instrumentation-measurement, data recording instruments, type of
analysis to be used on the data
-Materials and equipment to be used and/or developed
The prospectus should be written in APA style so that it is consistent with the eventual final
product.
9. The student will prepare a proposal for the Institutional Review Board, if human subjects are
going to be used for the study. The advisor must write a letter of support for this proposal, but if the
committee is in agreement with the proposal idea, the IRB document can move forward before the
student’s prospectus meeting. It is the student’s responsibility to send the IRB document forward.
10. Prospectus meeting. When the student and chair agree on a draft of the prospectus, the student
will arrange a time and place for the committee to meet to discuss it. Committee members should
be given at least one week for reading and review of this document. When the committee reaches
agreement on the prospectus and the shape of the Plan A thesis or Plan B paper, the student is ready
to move forward with the research and writing. If they have not been completed, formal filing of
committee members and admission to candidacy paperwork should be done at this time.
11. Writing the Plan A Thesis/Plan B paper. The student should work closely with the chair and
committee members in conducting research and writing the thesis. Drafts of chapters should be
submitted to the chair for primary review. It is suggested that students in the process of writing a
Plan A thesis format their paper according to the Registrar’s
guidelines:http://uwadmnweb.uwyo.edu/registrar/graddegreeinfo.asp.The drafts can be disbursed
to committee members for secondary review, under the direction of the chair, if the committee
members express interest in reading the draft chapters, or they provide necessary expertise for the
paper. This process can be lengthy. Do not expect to finish the paper in one semester. Pay
attention to University deadlines and requirements to be enrolled during the final semester. Note:
The C&I program offers sections of Continuous Registration at a reduced tuition rate to
accommodate students who require additional time to complete the degree once the Program of
Study requirements have been fulfilled.
12. Graduation Semester: Anticipated Graduation Date; Report of Final Examination; Enrollment:
http://uwadmnweb.uwyo.edu/registrar/graddegreeinfo.asp
These two Graduate Student Resources forms should be filed with the C&I Department and
Registrar during the semester the student wishes to graduate. The second form includes payment of
fees and a degree check. Students need to pay attention to graduation dates so that the defense
is scheduled appropriately. Students must be enrolled in at least one credit hour during the
semester in which they graduate. The credit could be a Thesis hour as part of the program of study,
Directed Professional Study or a continuous registration credit for those who have completed all
program of study requirements.
Revised October 2014
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13. Plan A Thesis/Plan B defense. When the student and chair are satisfied with the paper, the
student will schedule a time and place for the defense. Committee members should have copies of
the paper at least two weeks prior to the meeting. If you plan to graduate in a particular semester,
you should plan to have a completed draft which has been approved by the committee chair, to all
members of the committee by the middle of the semester. As the defense date approaches, the chair
should poll the committee members about their satisfaction with the paper so that major concerns
can be addressed before the meeting. The student will bring the Report of Final Examination form
for committee signatures to the meeting. Generally, if the Committee members agree that the
student has passed the written paper and the oral defense, they submit corrections they wish to be
made to the student and chair and sign off at this point. The chair signs off on the paper when
these corrections have been made. Committee members will specify at this point whether they
would like copies of the revised product. The chair will always receive a final copy. Plan A students
will submit an electronic copy of Plan A thesis to the Registrar’s office. Plan B students submit the
forms only.
14. The student will provide an electronic copy of the Plan A thesis to be filed in the Curriculum
and Instruction Professional Library (to be established) that can be used as a model for future
graduate students. Send to C&I Office Associate at curriculum@uwyo.edu
Appendix C
Thesis and Non-Thesis Options
Revised, 10/2007
Plan B Non-Thesis:
1. This program type carries a minimum of 32 hours of course work…at least 14 of these
hours must be in the student’s major field. The Plan B non-thesis program differs from the
thesis program type in that it may include additional hours of coursework instead of thesis
hours. It permits a wider distribution of courses and permits a wider array of possible final
products than the Plan A thesis program type…the Plan B project may resemble a thesis,
but the topic is not research or original. The non-thesis project may take the form of a
business plan or a professional portfolio.
2. Most…units…have the student prepare a paper, or sometimes two papers, as their final
project. In the selection of a subject the student shall be guided by the advisor… The
paper(s) should present the results of study and at a level of scholastic quality commensurate
with the Plan A thesis project. The Plan B non-thesis is different from the Plan A thesis in
that it is not an in-depth research project.
(Graduate Bulletin, 2—2-4, p. 12, “Regulations, Policies, Procedures)
Students in the Master’s degree program in Curriculum and Instruction may choose (guided
by the Academic Advisor) to create a Plan A thesis or a Plan B non-thesis.
Whether the student creates a Plan A thesis or a Plan B non-thesis, the following key elements need
to be included:
 Either type of project will have both a written and an oral defense (generally in the form of a
presentation or defense of the study for the graduate committee)
 A rationale for the study and/or a rationale for selection of a particular format
Revised October 2014
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A review of the literature relevant to the study
A description of the proposed or accomplished research (Methods for study)
An evaluation of the research or an evaluation plan to be used when the research is conducted.
Students who select the Plan B non-thesis option should work with advisors and committee
members to select from among the following formats one that best reflects their accomplishments
in the Master’s Degree program:
1. An article ready for submission to a publication that focuses on teacher practices.
2. Parts or all of the National Board Certification portfolio.
3. A portfolio of scholarship, research, and changes to practice that have occurred during the
Master’s degree program.
4. An action research project conducted in the classroom, perhaps emerging from coursework
done for other classes in the program.
5. Written comprehensive questions designed by the committee to reflect the students program,
followed by an oral discussion of the questions.
6. A technology-based presentation (e.g. to a school board, for a conference) of one’s work or an
area of interest in the classroom.
7. A grant application in one’s area of interest, with supporting documents.
8. A pilot or prospectus for a larger research project to be conducted in the future.
9. Additional coursework, with rigorous assessment of the student’s work within those courses.
10. Other with approval of Master’s committee.
Revised October 2014
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Appendix D
National Board Certification (NBC) Strand for
Curriculum and Instruction Master’s Program
Frequently Asked Questions and Rubric for Assessment
FREQUENTLY ASKED QUESTIONS
Will there be classes offered to help me proceed through the National Board Certification
process?
Yes, a series of seminars and workshops are offered through the Wyoming National Board
Certification Initiative each semester. Information about these seminars and workshops are posted
and updated on the Wyoming NBC website: http://www.wnbci.org/. Seminars and workshops can
also be found at the Ellbogen Center for Teaching and Learning website:
http://www.uwyo.edu/ctl/.
Where will the classes be offered?
The classes are offered around the state of Wyoming to allow participation across the state. Dates
and locations for upcoming seminars and workshops can be found on the Wyoming NBC website:
http://www.wnbci.org/. Participants enroll in the courses through UW Outreach Credit Programs
(toll free phone number: 1-800-448-7801). Up to 9 total credit hours of the seminars can be taken by
enrolled graduate students. Up to 9 total seminar/workshop credit hours may be applied as electives
in the Curriculum and Instruction Master’s program.
Who will teach these classes?
The seminars are taught by a Nationally Board Certified teacher and an expert in the NBC process.
How many times can I take the NBC class?
Graduate students/National Board Candidates can enroll in the seminars as many times as
necessary/desired. For those seeking graduate degrees, up to 9 credits can be applied to the
Curriculum and Instruction Master’s degree program as elective hours dependent upon the student’s
committee approval.
What about tuition?
Students will pay regular graduate tuition for the seminar classes. The current UW fee schedule can
be found at the following website:
http://www.uwyo.edu/fsbosupport/docs/accountsrec/Semester_Tuition_and_Fee_Sched
ule.pdf
Will I need to complete a Thesis or Plan B paper to finish my C&I degree? No, the NBC
Portfolios will be accepted in Lieu of a Plan B Paper for teachers pursuing NBC Certification and a
UW Master’s degree simultaneously. This acceptance is dependent upon committee approval (not
acceptance by the National Board). An agreement to utilize this procedure and maintain portfolio
confidentiality has been reached between UW and the NBPTS (National Board for Professional
Teaching Standards). The NBC portfolio must be submitted and defended (in a meeting with the
student’s graduate committee) prior to initial submission to the NBPTS. The committee’s portfolio
copies will be destroyed after the defense.
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16
Note: The Rubric for Assessment of the presentation is provided below.
If I am already a National Board Certified teacher, can I apply my NBC work retroactively
to a graduate degree?
No, the program is designed for those working on National Board Certification and a C&I Master’s
degree simultaneously.
How do I apply for a UW Curriculum and Instruction Graduate Program?
The graduate application and other information can found at this link: http://www.uwyo.edu/ci/.
What if I have Additional Questions?
If you have additional questions, please contact the UW Department of Curriculum and Instruction
(curriculum@uwyo.edu, 307-766-6371).
Assessment Checklist for National Board Certification (NBC)
Portfolio & Presentation
Committee members will evaluate the following areas and will determine if the student/NBC candidate accomplished
each of these aims/activities at a level sufficient to warrant the substitution of the NBC portfolio and presentation for
the Plan B requirement. S/U (Satisfactory/Unsatisfactory) will be assigned for each area, and an overall evaluation
of “S” must be achieved for portfolio to serve in lieu of the Plan B paper.
______ Overall evaluation of the portfolio and presentation as suitable substitutes for Plan B
paper/project and defense
Presentation of NBC Portfolio to Master’s Committee:
______Student provides a brief overview of National Board Certification process and portfolio
______Student describes process of working on the portfolio (including connections to C&I
courses taken, time commitment, assessments and data analysis, and reflections)
______ Student presents at least one explicit connection between the portfolio documentation and
his/her C&I Master’s Degree coursework (e.g. assessment strategy learned in literacy specific
course was used to evaluate student work included in NBC portfolio), and explains ways
processes informed each other
_____ Student describes challenges, pleasures, difficulties associated with the NBC process
_____Student summarizes learning derived from portfolio process and completion
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17
MA in Education with Concentration in Curriculum and Instruction
Course Worksheet
National Board Certification option
Name: ___________________________
Advisor:___________________________
W#: ____________________________
Date:______________________________
II.
Core/Required Courses (16 credit
hours)
III. Capstone Experience (1-12 credits)
_____EDCI 5500 – Classroom Assessment (3)
_____EDCI 5000 – Principles of Curriculum (3)
_____EDCI 5450 – Issues in Multicultural
Education (3)
_____ EDCI 5890 Directed Professional
Study (±3)
_____ EDCI 5515 National Board
Certification (1-9)
These courses can be found at www.wnbci.org

_____EDCI 5790 – Advanced Instructional
Strategies (3)
_____ EDRE 5550 – Action Research (3)
OR
_____ EDRE 5530 - Intro to Research (3)

_____EDCI 5400–Midpoint Portfolio
Reflection (1)
II. Emphasis Options (12-18 credit hours)
A. Certificates/Endorsements
 Literacy (18 credit hours)
 Early Childhood/ECSE (18 credit hours)
 ESL (15 credit hours)
 Teachers of Amer. Indian Children (12 credit
hours)
B. Content Studies (15 to 18 hours)
_____ ___________________________________
_____ ___________________________________
_____ ___________________________________
C. Curriculum Studies (15 to 18 hours - EDCI 5650
Early Childhood, Elementary, Middle, &
Secondary School Curriculum Required for
Curriculum Studies Emphasis)
(Course Prefix & Title)
_____ ___________________________________
_____ ___________________________________
It is highly recommended that National Board
Certification Master’s students take advantage
of the 1-credit hour NBC seminar courses. You
may apply up to 9 NBC credits to your
programs.
To reach 32 credit hours, it may be necessary
to complete additional elective coursework.
TOTAL: 32 minimum semester hours
Additional Information

NBC Portfolio must be submitted when student is
enrolled in a Master’s Program.
 Students may count up to 12 units of graduate
credit taken prior to admission to the master’s
program. However, taking courses for graduate
credit prior to applying for the master’s program
does not guarantee acceptance to the program.
 A maximum of 12 semester hours can be taken at
the 4000 level in fulfillment of the Master of Arts
degree program coursework.
 Students may count up to 9 transfer credit units to
the Master of Arts degree in Education.
 National Board Certification candidates may count
up to 9 seminar credits as elective hours.
 At least half of the semester hours required for the
master’s degree shall be in courses restricted to
graduate students (5000 level).
No more than one third of the program hours may be
taken for S/U grades, and those S/U grades will only
count in courses offered for S/U only.
_____ ___________________________________
Revised October 2014